共查询到20条相似文献，搜索用时 15 毫秒
1.
STEVE Kennewell 《Education and Information Technologies》1997,2(3):247-260
This paper examines from a number of perspectives a small research project that involved the development and evaluation of a crosscurricular course in computer modelling. It sets out briefly the context, design and results of the project in order both to explain the potential of computer modelling activities in learning to represent quantitative variation, and also to highlight the need to develop teachers' pedagogical practices. The role of information technology (IT) in providing support for generic modelling skills is discussed, and theories of teachers' knowledge growth are used to analyse the challenges for professional development in IT, particularly concerning matters that are relevant to more than one discipline. Conclusions are drawn concerning the need to integrate curriculum development, professional development and different areas of expertise in educational computing research if teachers are to be adequately supported in integrating IT into their teaching, rather than merely attaching it to their existing curricula 相似文献
2.
马合木提 《新疆教育学院学报》2004,20(4):94-95
国家提出在中小学普及信息技术教育的同时,要求加强信息技术与课程的整合,各地各学校也积极开展了这一领域的实验和实践,但在实践过程中暴露出了一些问题.本人认为:混淆计算机辅助教学同信息技术与课程整合的差异,从而影响新课程教学方式的根本革新是当前存在的一大问题. 相似文献
3.
通过分析香港《资讯及通信技术课程及评估指引》与中国内地《普通高中信息技术课程标准(实验)》及课程实施情况,对中国内地高中IT课程与香港高中ICT课程中程序设计课程的目标设置、课程地位、教学内容和评价等方面进行对比,探讨我国内地高中程序设计课程实施的不足之处,并提出相关建议。 相似文献
4.
The evaluative and reflective papers in this special issue of Education and Information Technologies show some interesting types of assistance information technology (IT) can provide to those who manage classrooms and educational organizations. Most of the papers are based on longitudinal research confirming the value of the applications of the IT presented. The papers strongly support the influence of the variable groups included in Fig. 1 in the introductory paper, and further comparison with the analysis framework can draw out inferences on what factors are of particular importance for successful implementation. We can conclude that, although the original framework was designed for more institutional level IT management implementations, it can additionally provide a guiding framework for evaluating the impact of IT on the wide variety of managing roles within the classroom, and should even provide a guiding and evaluative tool for a more virtual environment of the future 相似文献
5.
高校信息技术教育专业(方向)是中小学信息技术教师职前培养的主阵地,构建科学有效的专业课程体系是提高人才培养质量的重要保证。信息技术教育课程体系的构建应当以目标导向的方法论为指导;课程目标的确立需以信息技术教师应当具备的专业素质结构为依据,涵盖知识、技能和情意三个方面;课程体系方案的设计以课程目标为导向,实施以学科为中心的课程结构。 相似文献
6.
Information Technology (IT) changes very quickly and influences business, industry and the public in an enormous manner. Outsourcing of IT jobs to cheaper overseas labor and globalization of IT companies become a common practice. Graduates of IT university courses must be well prepared to address the needs and expectations of business, industry and every day life. Many factors in an Information Technology curriculum influence graduates’ professional preparation and image. The most important of them is to reflect technology change, the current state of knowledge of computing, business and industry demands and students’ expectations. The aim of our project was to develop a new Bachelor of IT curriculum that satisfies these requirements. In this report we concentrate our attention on two critical aspects of IT curriculum content, the modern technologies to be used to illustrate basic concepts and principles of computing, and the generic skills that each graduate is expected to acquire to get a job in Australia. 相似文献
7.
乡村名师自主培育信息技术创新应用能力具有振兴乡村教育的时代意蕴与战略意义。透过198个微课,扫描乡村名师信息技术应用现状,发现乡村名师自主培育信息技术创新应用能力的空间较大。乡村名师从“克服教学技术恐惧,建设创新应用的良好心理”,“提高信息技术应用能力,夯实创新应用的技术保障”,“利用信息技术创新教学模式,切实提高学生综合能力”三方面,积极探索信息技术创新应用能力的自主培育路径。 相似文献
8.
信息技术与课程整合的两个研究视角 总被引：2，自引：0，他引：2
从课程建设的层面理解信息技术与课程整合,可以从两个视角出发：宏观上,信息技术与学科课程的整合存在两条发展线索,一条是指从过往“独立封闭”的计算机课程向以信息技术课程为主体整合其他课程要素的方向发展;另一条是指从过往“独立封闭”的其他课程向以该课程为主体整合信息技术的方向发展。微观上,信息技术在课程整合过程中扮演的角色,如作为课程内容的信息技术、作为课程实施中介的信息技术、作为拓展课程资源的信息技术和作为建构信息环境的信息技术等。不论是宏观还是微观视角,都应超越信息技术与教学整合的思路。 相似文献
9.
随着教育改革的不断深入,地方高校现行人才培养模式的缺陷将制约信息技术学科的发展。为适应信息技术教学的需要,必须调整课程结构,优化教学内容,改进教育方法,构建新型人才培养模式,才能更好地服务于地方经济。 相似文献
10.
嵇棂 《中国教育技术装备》2011,(6):60-61
师范生信息素养培养是教育信息化时代的要求。改进教育理念、改善教育方法、创建良好的信息环境、研究各专业与信息技术课程的整合是提高师范生信息素养的有效途径。 相似文献
11.
针对当前信息管理专业的就业与岗位需求之间的问题,提出以培养技术应用和职业素质为主线,发展工学结合、校企结合的人才培养模式,并对课程体系进行改革和优化,构建"能力递进,项目主导"的专业课程体系。 相似文献
12.
信息技术课程价值都是一个亟待解决的研究课题。通过对20位中小学信息技术教师访谈的整理与分析,研究者得到如下结论:信息技术教师对信息技术课程价值普遍持有肯定态度;对信息技术课程价值的认识普遍偏低;对信息技术课程价值认识存在功利主义取向;对信息技术课程价值认识存在技术化倾向;不同学段的教师对信息技术课程价值认识有所不同;课程政策与教材成为影响信息技术课程价值实现的最关键因素。 相似文献
13.
阚玉峰 《邢台职业技术学院学报》2010,27(5):9-12
经济数学是高职高专院校经济管理类专业的一门重要基础课,信息技术为经济数学教学提供了一种全新的视角和技术支持。通过研究给出了信息技术融入经济数学教学的三种主要教学策略：动态演示教学策略、实验探究教学策略、网络交互教学策略,并提出了信息技术融入经济数学教学的一些思考。 相似文献
14.
信息技术从深层影响社会职业技能和人类学习。传统的知识和技能分类已不符合信息时代的变化,学校教育中课程内容和形式应有变化与发展。 相似文献
15.
通过简单分析国内外信息技术教育的理论和实践情况 ,论述信息技术与课程整合的实质 ,并结合自然科学教育的特点 ,提出了信息技术与理科课程整合的四方面的关键点 :( 1)将信息技术作为实验探究学习及其情感激励的必要工具。 ( 2 )将信息技术作为自然科学问题解决及思维锻炼的必要工具。 ( 3)将信息技术作为自然科学群体学习的必要技术支持。 ( 4 )将信息技术作为实现全过程评价的必要技术支持。 相似文献
16.
史宏 《雁北师范学院学报》2005,21(2):96-98
信息技术与课程整合是基础教育课程改革中的一项艰巨任务．本文对山西省现阶段信息技术与课程整合的现状进行了分析，并对整合过程中出现的问题进行了探讨，以促进课程改革快速有效地发展． 相似文献
17.
章木林 《四川教育学院学报》2014,(1):15-19
外语教师专业素质直接影响到信息技术与课程整合的深度.教师专业发展本质上是教师自主学习和自主专业成长的过程,与教师知识密切相关.TPACK新视域下,可通过构建校本教研共同体、学习-研究共同体和信息技术整合式校本培训等路径实现外语教师的自主专业发展. 相似文献
18.
本文从知识观在教育科学中的应用角度 ,对中、日、英三国信息技术课程标准中的课程目标、课程内容进行比较研究 ,并得出以下结论 :由于对信息技术课程地位、作用及未来人才观的共识 ,不同国家的信息技术教育知识观已经趋同和融合 ;国家体制、文化传统的差异致使在“情感和态度”方面的知识价值观存在着显著的差异 ;发展为本的课程已经成为世界课程改革的基本趋势 ;我国的课程已经转向更加关注人的全面发展 ,探索能够适应未来社会需要的 ,具有创新精神的人才培养策略。对于深入理解我国信息技术课程新标准 ,进一步做好课程标准的实施等工作有一定的指导意义。 相似文献
19.
This paper
reports on the efficacy of a professional development framework premised on
four complex systems design principles: Feedback, Adaptation, Network Growth
and Self-organization (FANS). The framework is applied to the design and
delivery of the first 2 years of a 3-year study aimed at improving teacher and
student understanding of computational modeling tools. We demonstrate that
structuring a professional development program around the FANS framework
facilitates the development of important strategies and processes for program
organizers such as the identification of salient system variables, effectively
distributing expertise, adaptation and improvement of professional development
resources and activities and building technological, human and social capital.
For participants, there is evidence to show that the FANS framework encourages:
professional goal setting, engagement in a strong professional community and
personal autonomy by enabling individualized purpose—all fundamental components
in promoting self-organization. We discuss three meta-level themes that may
account for the success of the FANS framework: structure versus agency,
exploration versus exploitation and short-term versus long-term goals. Each
illustrates the tension that exists between competing variables that need to be
considered in order to work effectively in real world complex educational
systems. 相似文献
20.
With the global information boom, and rapid developments in electronic media and the World Wide Web (Web) within the last
two decades, the Singapore government envisioned a need for Singapore to be Information Technology (IT) equipped and competent
in every industry, beginning most importantly with the education sector. Taking its cue, the Ministry of Education (MOE) implemented
rigorous plans for both school teachers and students to possess the necessary skills and knowledge. As a result, there ensued
a transformation in existing teaching practices and new expectations of teachers are inadvertently formed. Based on preliminary
interviews with practitioners and academics in the area of Education, this paper gives an insight into the changes that have
been taking place in the education system in Singapore with respect to the new policies on IT; an overview of the changing
roles that teachers have to assume; a brief discussion on how these changes can be expedited, and some possible future trends
in the teaching practices and roles of teachers. 相似文献